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Jurnal Didaktik Matematika
Published by Universitas Syiah Kuala
ISSN : 23554185     EISSN : 25488546     DOI : https://doi.org/10.24815/jdm
Core Subject : Education,
Education Mathematics
JURNAL DIDAKTIK MATEMATIKA IS A SCIENTIFIC JOURNAL IN MATHEMATICS TEACHING AND LEARNING, TECHNOLOGY IN MATHEMATICS TEACHING AND LEARNING, AND MATHEMATICS EDUCATION. THE SCOPE OF THE JOURNAL INCLUDES: a. Mathematics teaching and learning in primary school, high school, and higher education. b. Technology in mathematics teaching and learning c. Teacher professional development in mathematics d. Innovative mathematics teaching and learning applying various approaches such as realistic mathematics education, contextual teaching, and learning (CTL) approach, and many others. e. Studies related to mathematics teaching and learning in a broader context
Arjuna Subject : Umum - Umum
Articles 225 Documents
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Cover and Letter from The Editor Cover and Letter
Didaktik Matematika Vol 7, No 2 (2020): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

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Abstract

Cover and Letter from The Editor Cover and Letter
Didaktik Matematika Vol 8, No 1 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

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Abstract

Improving Teachers Self-Efficacy through Training: An Impact for the Freedom of Students Mathematical Thinking Haninda Bharata; Sugeng Sutiarso
Didaktik Matematika Vol 8, No 1 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v8i1.19861

Abstract

Teacher self-efficacy is an important component of teacher competence. At present, efforts to improve teacher competencies have not been carried out simultaneously for teacher activities in the classroom (open class) and outside the classroom (training). This quasi-experimental study aimed to examine the effectiveness of soft skills training and the practice of lesson study on improving mathematics teacher self-efficacy and describe the impact of teacher self-efficacy on the freedom of students' mathematical thinking. The study involved three mathematics teachers and 90 students from three different junior high school regions in Bandar Lampung, Indonesia (city center, semi-urban, and suburban). Data was collected through questionnaire, observation, and interview. The data were then analyzed descriptively. The effectiveness of soft skills training and the practice of lesson study on improving mathematics teachers self-efficacy was examined using Wilcoxon Test. The results showed the differences in the average teachers self-efficacy before and after participating in soft skills training and the practice of lesson study (with an increase of 0.82/high). The increase in teachers self-efficacy also positively affected the freedom of students mathematical thinking.
Metaphorical Thinking of Students in Solving Algebraic Problems based on Their Cognitive Styles Muthmainnah Muthmainnah; Marwan Ramli; M Ikhsan
Didaktik Matematika Vol 8, No 1 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v8i1.18978

Abstract

One of thinking concepts which connects real life to mathematics is called metaphorical thinking. Metaphor and modelling are two closely related concepts. Besides, each individual performs different cognitive styles, such as field independent (FI) and field dependent (FD) cognitive styles. This factor possibly leads to different metaphorical thinking in solving algebraic problems. The participants of this qualitative research consist of two students at grade 7 of one of junior high school in Banda Aceh, Indonesia, with FI and FD as their cognitive styles. Based on the findings, it is found that: 1) Metaphorical thinking of the student with FI cognitive style in solving the algebraic problem in the stage of understanding the problem, devising a plan, carrying out the plan, and looking back is considered to achieve the target for each criteria of CREATE; 2) Metaphorical thinking of the student with FD cognitive style in solving the problem in the all four stages but could not reveal all criteria mentioned in CREATE. This happens as the student is unable to find the appropriate metaphor to the algebraic problem. Therefore, the student does not need to explain the suitability of the metaphor to the algebraic problem.
Analysis of Students' Mathematical Creative Thinking Ability in Module-assisted Online Learning in terms of Self-efficacy YL Sukestiyarno; Nur Livia D Mashitoh; Wardono Wardono
Didaktik Matematika Vol 8, No 1 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v8i1.19898

Abstract

The research aims to describe the underlying cause of students' low Creative Thinking Ability (CTA), and examine the effectiveness of online learning assisted by module in improving CTA in terms of self-efficacy. The research applied a mixed-method. The subjects were 8-grade students. The qualitative research subjects were selected purposively, generating two students for each category of low, medium, and high self-efficacy. While quantitative research used cluster sampling to classify experimental and control classes. The independent variable of the study was self-efficacy, and the dependent variable was CTA. Data collection was conducted by observation, interviews, documents, questionnaire, and test. Data was analyzed using descriptive analysis, statistical regression tests, and t-test. The results showed that the underlying cause of low CTA was in students' low and medium self-efficacy. Students with low and moderate self-efficacy highly depended on teacher help. For students with high self-efficacy, the CTA worked well. The results also revealed that the average CTA in the experimental class reached the minimum criteria of mastery learning; the average CTA of the experimental class was better than the CTA of the control class; and the effect of positive self-efficacy on CTA was 38.50% in the experimental category, showing that this learning was effective.
Students Anticipation Profile at Rigor Level in Determining Papaya Tree Root Dimensions Erfan Yudianto; Sunardi Sunardi; Titik Sugiarti; Feny Rita Fiantika
Didaktik Matematika Vol 8, No 1 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v8i1.19954

Abstract

Students with a rigor level of geometric thinking can analytically solve problems, yet the ability may not be readily observable. Thus, an example of how students solve problems merits explorations. Inspired by students problem solving, this study aimed to examine the students anticipatory profile in determining Papaya tree roots' dimensions. This qualitative research utilized tests and interview. Two tests were carried out: van Hiele geometric level grouping test for selecting the research participants and the report-based test for the actual project. Seventeen students took the van Hiele test, and one of them, who achieved the rigor level, was selected for the interview. Data obtained from the interview were then analyzed qualitatively. The study showed that students with a rigor level of geometric thinking anticipated analytically. The subject was able to explain a geometric problem systematically, starting from analyzing problems, clarifying detailss, to presenting arguments clearly and precisely. The findings in this study generate useful information for teachers who train their students to analyze a geometric problem correctly and adequately.
An Analysis of Errors on Mathematical Symbol as a Metaphor in Linear Programming Saniyatul Wardah; Dwi Priyo Utomo; Octavina Rizky Utami Putri
Didaktik Matematika Vol 8, No 1 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v8i1.18304

Abstract

Symbol sense is crucial in the understanding of mathematical problems comprising various symbols. The misuses of symbols happen due to misinterpretation, which is considered the constraint to learn algebra more comprehensively, including in linear programming. The term metaphor is defined as a means to carry over symbol sense, and is used to improve mathematical understanding. This present research was aimed at analyzing errors on mathematical symbol as a metaphor in linear programming. This research was conducted by means of descriptive qualitative design, with a test and interview as the instruments. The test was made essay, and its results were analyzed qualitatively. The test, further, was administered to five eleventh graders selected according to highest rates of errors committed. This research has shown that the students committed a number of errors in some cases, such as representing symbols as variables, representing numbers, and interpreting symbols as relational operators. In addition, errors which the students committed in constructing mathematical models covered defining the final value, representing numbers, applying inequality system, and interpreting symbols as operation counts. This present research has provided some ways for symbol sense, and thus the errors on mathematical symbol as a metaphor could be lessened. Next, this research can be further followed up by reviewing the effectiveness of remedial instruction according to the committed errors on mathematical symbols.
Hypothetical Learning Trajectory (HLT) for Fraction of Blind Students Using Braille Media Fraction Block Riza Agustiani; Agustiany Dumeva Putri
Didaktik Matematika Vol 8, No 1 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v8i1.18138

Abstract

Fraction is one of the difficult topics for students with visual impairments. Therefore, it is necessary to develop a learning trajectory that can help the students understand fractions. Thisdesign researchaims to describe the design process of hypothetical learning trajectory for the addition of fractions usingbraillefraction blocks. This research is divided into three stages: the preparation for the experiment (design), the implementation of the teaching experiment, and the retrospective analysis.Data collection techniques employed in this research were walkthrough, observation, interview, and test.The product of this research is hypothetical learning trajectory (HLT) for the addition of fractions that contains the following activities:comparing unit block and fraction blocks, comparing the size of different fraction blocks to get the same size fraction blocks (equal fraction), comparing the sizes of two fraction blocks, adding fraction blocks, and determining the fraction block with the same size as the added fraction block.Those five activities were carried out in the two-cycle experimental activities. After the implementation of the activities, the students' answers to exercises showed that the research subjects could add fractions, either with the same denominators ordifferentdenominators.
Students' Metacognitive Ability Mathematical Problem-Solving through the Problem-based Learning Model Zia Anjelina; Usman Usman; Marwan Ramli
Didaktik Matematika Vol 8, No 1 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v8i1.19960

Abstract

Students lack metacognitive ability despite its vital role in mathematical problem-solving. The problem-based Learning (PBL) model is one of the learning models to improve metacognitive ability in problem-solving. This study aimed to analyze the students'metacognitive ability in mathematical problem solving through PBL and examine its improvement. This present study applied the explanatory sequential mixed-method design. The population was the Year 11 students from one of the senior high schools in South Aceh Regency, Indonesia. Data collection was conducted using three instruments: pre-test, post-test, and interview guidelines. The pre-test and post-test data were analyzed using the t-test, while students' metacognitive ability was analyzed qualitatively. The results showed that students' metacognitive ability in mathematical problem solving through the PBL model was increased. Furthermore, students' metacognitive abilitywas at the semi-reflective use, the strategic use, the aware use levels for high-ability, medium-ability, and low-ability groups.
Students' Critical Thinking Process in Solving Jumping Task According to Gregorc's Thinking Style Hobri Hobri; Samsul Arifin; Randi Pratama Murtikusuma; Ervin Oktavianingtyas; Inge Wiliandani Setya Putri
Didaktik Matematika Vol 8, No 1 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v8i1.19776

Abstract

Indonesian students are lacking in critical thinking skills, however, studies analyzing critical thinking processes and their relation to thinking styles are limited. This study aimed to describe students critical thinking processes in solving jumping task problems according to Gregorc's thinking style. The subjects of this present qualitative research were eight Year 7 students. The instruments included a thinking style questionnaire, tests, and interview guidelines. The results showed that concrete sequential subjects tended to write the completion stages sequentially and analyzed them well. Abstract sequential subjects were inclined to solve the problems based on the known concepts without completing the work. Concrete random subjects tended to write information in their own way without completing their work. Meanwhile, abstract random subjects were inclined to write incomplete information and did not complete their work. Generally, based on the IDEALS model, the two sequential subjects were similar in the identity, define, and enumerate steps, while the two random subjects only had similarities in the identity step. This study results imply that jumping tasks can be used as an alternative in developing students critical thinking skills.

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